Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households
Bibliographic Data
| ID | 2363550 |
|---|---|
| Authors | Lilla K Pivnick (0000-0002-5026-419X, The University of Texas at Austin, Austin, TX, USA, corresponding author) |
| Year | 2019 |
| Volume | 62 |
| Issue | 6 |
| Pages | 884-906 |
| Publication date | 2019-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociological Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 0731-1214 • E-ISSN: 1533-8673 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0731121419851093 |
| OpenAlex | W2947660719 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study-Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children's math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children's academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households
Academic achievement · Academic skills · Cohort · Developmental psychology · Early childhood · Immigration · Longitudinal study · Mathematics education · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology
From Neurons to Neighborhoods
K-12 Educational Outcomes of Immigrant Youth
Polygenic Influence on Educational Attainment
Kindergarten skills and fifth-grade achievement
Early Childhood Care and Education
The transactional model.
Longer-Term Effects of Head Start
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Parental School Involvement and Children's Academic Achievement
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Preschool-to-third grade programs and practices
Who Matters for Children’s Early Development? Race/Ethnicity and Extended Household Structures in the United States
Structural predictors of child care quality in child care homes
How early childhood teacher beliefs vary across grade level
Parents’ and teachers’ beliefs about children’s school readiness in a high-need community
A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices
Preschool and kindergarten teachers’ beliefs about early school competencies
What do parents want from preschool? Perspectives of low-income Latino/a immigrant families
Measurement of quality in preschool child care classrooms
From Birth to School
Differences between Hispanic and non-Hispanic families in social capital and child development
An Ecological Perspective on the Transition to Kindergarten
Early Child Care and the School Readiness of Children from Mexican Immigrant Families
Preschool and School Readiness of Children of Immigrants
School readiness and later achievement
Social Capital
Does Social Capital Still Matter? Immigrant Minority Disadvantage in School-Specific Social Capital and its Effects on Academic Achievement
State Formation of the Child Care Sector
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |